Faculty Handbook

Bylaws of the Board of Trustees of The City University of New York

The specific and detailed regulations that govern the operation of Queensborough Community College are the Bylaws of the Board of Trustees of The City University of New York. (Copies of the University Bylaws are available in the Kurt R. Schmeller Library.) Members of the faculty are referred to these Bylaws for details concerning the governance structure of the University and the regulations relating to appointment, reappointment, promotion, and tenure. Copies of new Bylaws are received regularly by the president and by the chairs of all departments.

Information on the Bylaws of the Board of Trustees.

Affirmative Action Policy

Policy on Equal Opportunity and Non-Discrimination

The City University of New York (“University” or “CUNY”), located in a historically diverse municipality, is committed to a policy of equal employment and equal access in its educational programs and activities.  Diversity, inclusion, and an environment free from discrimination are central to the mission of the University.

It is the policy of the University—applicable to all colleges and units— to recruit, employ, retain, promote, and provide benefits to employees (including paid and unpaid interns) and to admit and provide services for students without regard to race, color, creed, national origin, ethnicity, ancestry, religion, age, sex (including pregnancy, childbirth and related conditions), sexual orientation, gender, gender identity, marital status, partnership status, disability, genetic information, alienage, citizenship, military or veteran status, status as a victim of domestic violence/stalking/sex offenses, unemployment status, or any other legally prohibited basis in accordance with federal, state and city laws.

It is also the University’s policy to provide reasonable accommodations when appropriate to individuals with disabilities, individuals observing religious practices, employees who have pregnancy or childbirth-related medical conditions, or employees who are victims of domestic violence/stalking/sex offenses.

This Policy also prohibits retaliation for reporting or opposing discrimination, or cooperating with an investigation of a discrimination complaint.

Title IX Office

Policy on Sexual Misconduct

CUNY is committed to preventing and addressing sexual harassment and sexual violence throughout the CUNY community. People at every level of CUNY and at every CUNY campus are working together to find effective ways to help anyone who has experienced sexual harassment, including sexual violence, and to foster a culture that does not tolerate unwelcome sexual behavior.

On each CUNY campus there is a person, known as the Title IX Coordinator, who has special training in helping individuals who are facing issues related to sexual harassment and assault. Each campus also has a webpage providing contact information for the Title IX Coordinator as well as for other persons on campus who can help.

The Policy on Sexual Misconduct can be found on the CUNY website.

History and Organization of the College

Queensborough Community College, a unit of The City University of New York, was established in 1958 by action of the Board of Trustees under the program of the University of the State of New York. Classes were first held in September 1960. The City University of New York, of which Queensborough is a part, is a public institution comprising 24 campuses.  The City University dates from 1847 when, as a result of a public referendum, the needs of the city for free higher education were first met by the establishment of the Free Academy, now City College. In 1961, the four senior colleges and the three community colleges then existing and operating under the direction of the Board of Higher Education became known as (by State legislation) The City University of New York.

Mission Statement

Queensborough Community College is dedicated to academic excellence and rigor and to providing an affordable, high-quality education to pre-college, college, and lifelong learners. Our faculty and staff are committed to the holistic development of today’s students in a nurturing and diverse environment that prepares them to be successful in a dynamic workforce. The College affirms its open admissions policy and its strong support of critical thinking, intellectual inquiry, global awareness, civic responsibility, and cultural and artistic appreciation.

Approved by the Academic Senate on May 10, 2016; revised on February 14, 2017

Goals

Shaping the Student Experience

Through a nurturing and diverse environment and commitment to academic excellence and rigor, the college seeks to promote critical thinking, intellectual inquiry, global awareness, civic responsibility, and cultural and artistic appreciation.

To help to promote these values and support the holistic development of students, faculty and staff , the Queensborough Academies seek to:

• Improve student readiness for the academic excellence and rigor of the college experience
• Leverage best practices and technological solutions to provide personalized advisement and comprehensive support (academic, personal, financial) for degree completion

Supporting Faculty and Staff: Professional Development and Curricular Innovation

Through commitment to academic excellence and rigor and a nurturing and diverse environment, the college seeks to:

• Improve and enhance comprehensive faculty and staff development and promote community-building practices across campus
• Support curricular innovation and strive for better alignment with baccalaureate programs and the demands of a dynamic workforce

Shaping Planning, Process, and Practice: Supporting and Sustaining the Environment

In support of college priorities and student success, the college seeks to provide a nurturing and diverse environment characterized by:

• Integrated planning, supportive technology, and sound infrastructure
• Fiscal responsibility, institutional advancement, and grant-funding
• Pre-college, continuing education, and workforce development offerings
• Cultural and artistic forums and events for the campus and its local communities

Approved by the Academic Senate on February 14, 2017

Accreditation

Queensborough Community College is accredited by the Middle States Commission on Higher Education. Programs in Computer Engineering Technology, Electronic Engineering Technology, and Mechanical Engineering Technology are accredited by TAC of ABET (Technology Accreditation Commission of ABET). The Nursing program is accredited by the Accreditation Commission for Education in Nursing. Business programs are accredited by the Accreditation Council for Business Schools and Programs. Art and Design programs are accredited by the National Association of Schools of Art and Design. The Theatre program is accredited by the National Association of Schools of Theatre.

The Faculty

Queensborough Community College has a superior and highly credentialed faculty. Sixty-two percent hold the doctorate degree, and another 20% hold professional licenses or the terminal degree in their field. Those who teach in the career-oriented areas—business, the health sciences, the technologies—have had practical experience in their fields as well as the academic expertise. Those who teach in the creative and performing arts are, in many instances, professionals in the fine arts, dance, and theater arts. The full-time faculty number approximately 415 and the adjunct faculty approximately 500 as of fall 2018.

The Students

Queensborough is a very diverse campus, with students from over 130 countries. The majority live in Queens, the country’s most diverse county, and 32% speak a language other than English at home. The primary ethnicity of our students is evenly represented among American Indian (1%), Asian (30%), Black (26%), Hispanic/Latino (29%), and White (15%).  Of the 15,411 students enrolled in Fall 2018, 85% were pursuing degrees.  53% were female. 

Source: Queensborough Fact Book 2011

Statement of Educational Goals and Outcomes

Educational Goals

Students graduating with an Associate degree will:

• for transfer programs: meet requirements for successful transfer into upper division of baccalaureate programs
• for career programs: demonstrate mastery of discipline-specific knowledge, skills, and tools required for entry into or advancement in the job market in their field

General Education Outcomes

A robust general education is founded on the knowledge, concepts, methods, and perspectives that students gain through the study of many academic disciplines. These disciplinary studies stimulate intellectual inquiry, global awareness, and cultural and artistic appreciation; they equip students to make informed judgments and remain engaged beyond the classroom. To that end, QCC promotes educational activities that allow students to demonstrate that they can:

1. Communicate effectively in various forms
2. Use analytical reasoning to identify issues or problems and evaluate evidence in order to make informed decisions
3. Reason quantitatively as required in various fields of interest and in everyday life
4. Apply information management and digital technology skills useful for academic research and lifelong learning

To support these institutional general education outcomes, the academic departments—through their programs—may also assess the ability of students to:

• Integrate knowledge and skills in the program of study
• Make ethical judgments while recognizing multiple perspectives, as appropriate in the program of study
• Work collaboratively to accomplish learning objectives

Approved by the Academic Senate on February 13, 2018.

The Academies

Full-time students, based on their academic interests and future goals, will become part of one of Queensborough Community College’s five Academies:

• Business
• Health Related Sciences
• Liberal Arts and Sciences
• Science, Technology, Engineering, and Mathematics (STEM)
• Visual And Performing Arts (VAPA)

See the Programs of Study section of the College Catalog for a list of the degree and certificate programs associated with each academy.

When new students arrive on campus in August, they receive a comprehensive orientation and meet the academy support staff. Participating in an Academy helps guide students through their academic career at Queensborough Community College and makes it easier for them to feel at home on campus, meet people, and get the best advice. The goal of The Academies is to improve the retention and graduation rates of our students and, in so doing, build students’ commitment to their future education and lifelong careers.

Personal academic advisement is a key ingredient of the Academies. Every new student – freshman and transfer – is assigned an Academy Adviser who becomes their personal guide throughout their college career at Queensborough through program planning, selection of courses, understanding of degree requirements, and more. A student’s Academy Advisor is the “go-to” person for many issues related to their success.

One or more Faculty Coordinators are assigned to each academy. They collaborate and communicate with Department Chairs, faculty, the Office of Student Affairs, Academy Advisors and students regarding high-impact learning experiences, faculty teaching/learning initiatives, academic advisement and course registration.

As part of their classroom activities, all academy students in degree programs participate in two high impact learning experiences during their time at QCC. These high impact experiences include conducting service learning projects, participating in a common intellectual experience (such as the common read), engaging in global and diversity learning, working in interdisciplinary groups where students in two different courses work on collaborative assignments or projects, participate in undergraduate research, and/or pursuing writing intensive courses. These activities increase students’ engagement and help them progress through their studies.

Students may attend special events related to their Academy to reinforce classroom learning. The QCC Art Gallery, Kupferberg Holocaust Center, and the Performing Arts Center offer on-campus cultural educational opportunities to stimulate student learning.

High Impact Experiences

Academic Service Learning

Definition: Systematically planned extracurricular experiences of a socially beneficial nature that are incorporated into the requirements of a course and that have a demonstrable relationship to enhancing the student outcomes of the course.

Application: Faculty who incorporate service learning into courses are expected to do so in a way that ensures that the service is supportive of and enhances student learning in the course. Faculty are expected to reinforce the value of this service with students and community partners.

Common Intellectual Experience/The Common Read,

Definition: The Common Read is a Common Intellectual Experience that promotes integrative learning across the curriculum through multi-disciplinary approaches to a common text.

Application: Participating faculty members are able to incorporate the text in a way that aligns with their individual interests and disciplines. Students participate in cross-disciplinary events which provide an opportunity for increased social and academic engagement while supporting the learning that takes place in the classroom.

Global & Diversity Learning

Definition: Provides a framework for exploring multiple perspectives on viewing the interdependent world. Queensborough’s cultural resources provide opportunities for students to interact with the Kupferberg Holocaust Resource Center and Archives and the QCC Art Gallery. The College also sponsors a study abroad seminar in Salzburg, Austria each year.

Students Working in Interdisciplinary Groups (SWIG)

Definition: The SWIG project is, in effect, a virtual learning community.  A SWIG experience is a Collaborative Assignment or Project that allows students from two or more courses to create a shared student‐centered online space, in which they can share their work with others, offer audience response and constructive feedback,

Undergraduate Research

Definition: Students learn about the scientific method by carrying out actual research embedded into their course, as part of their program or in an independent study research course.

Writing Intensive

Definition: Specifically designated course sections that—in addition to providing the established disciplinary-oriented student outcomes—incorporate approved instructional strategies and course assignments designed to enhance students’ writing ability and writing to learn.

Application: Faculty who teach writing intensive courses are required to complete a pre-service training program

Faculty & Shared Governance

As professional educators faculty have a collective responsibility to participate in the governance of the colleges and universities in which they are appointed. They fulfill this responsibility in a number of ways. One is through participation in governance bodies and committees of the college. Indeed the participation of faculty with administrations in the governance of educational institutions is termed “Shared Governance.” Each faculty member over a career is expected to participate in governance at the local or departmental level and on the college wide level and, for some, at the university level. It is important to note that it is through governance that faculty participate in the decision making on matters that are covered under Academic Freedom: who is to teach, who is to be taught, what is taught and how it is to be taught. Academic and curricular matters are affairs for governance.

The Board of Trustees (BOT) is the body responsible for the operation of The City College of New York (CUNY). It is charged by the University of the State of New York with the operation of CUNY. The BOT has bylaws and policies that are to be observed by all units of CUNY. Each unit of CUNY has been given certain responsibilities delegated by the BOT. Each unit is charged by the BOT with having a Governance Plan that is approved by the BOT. Each unit has its own Governing Body which is responsible for setting policies at the local unit and forwarding proposals as to policies to the BOT for its approval. College Policies and proposals for Degree Programs and curricular matters, once approved by the local governing body, are submitted to the BOT and then to the State Education Department.

The bylaws of the Board of Trustees may be obtained online. 

Queensborough has its own Governance Plan which is available online.

Academic Senate

At Queensborough the local governing body is the Academic Senate which has its own bylaws. The Chairperson of the Academic Senate presides at its meetings. The agenda are set by the Steering Committee in consultation with the president. The Academic Senate shall be the voice of the academic community of Queensborough Community College of The City University of New York in all matters that shall appropriately be brought before it, including:

1. Extracurricular programs: athletics and cultural, fine and performing arts.
2. Educational objectives of the College.
3. The establishment and location of new units of the College.
4. The periodic review of all departments of the College with the power to recommend to the Board of Trustees the creation, deletion, or restructuring of departments of the College.
5. The formulation of the policy relating to the admission and retention of students, subject to the guidelines of the Board of Trustees, and curriculum, awarding of College credits, and granting of degrees. In granting of degrees, student members of the Senate shall not vote.
6. The recommendation of search and evaluation procedures.
7. And such other areas affecting the welfare of the institution.

The Academic Senate is composed of members of all constituencies of the college: the administration (6), the Department Chairs (18), the faculty (41), adjunct faculty (2), higher education officers (HEO) (2), college laboratory technicians (CLTs) (2), students (6), and one alumnus/a.

At Queensborough, there is a student government. It elects its own officers and several of the highest officers serve as members of the Academic Senate.

The Academic Senate has a number of standing committees and faculty and students serve on them. They are quite valuable to the operation of the College and are influential in shaping practices and policies of the College. Service in the Academic Senate and on its Standing Committees is considered an important contribution to the College and is considered as part of the personnel review process for tenure and promotion. However, just volunteering and being elected to a Committee is not enough to be considered as actual service in this regard; the contribution you actually make to the committee is the basis for evaluation. The agenda, minutes, and reports of all committees are now placed in the archives (print and digital) of the College. They report on the actual work being done in service to the college and to further the development of the College. Please consider whether or not you are willing to spend the time to attend meetings and assist the committee in fulfilling its charge.

At Queensborough, the faculty exercise considerable authority in matters of the College. The faculty have their own Bylaws. The faculty may vote to veto any matter approved by the Academic Senate. The faculty may also call for a special meeting of the Academic Senate and place matters on the agenda of that meeting. The faculty are governed by their Bylaws and they elect a Faculty Executive Committee (FEC) to represent the interests of the faculty. The FEC is elected to three year terms. The head of the Faculty Committee serves as the head of the faculty. The Faculty Executive Committee may form committees of the faculty. The FEC may also sponsor and organize meetings of the faculty. The Faculty Executive Committee holds a general faculty meeting each semester and meets with the President of the College each semester.

More information is available about the Academic Senate.

More information is available about Queensborough’s Faculty Executive Committee.

University Faculty Senate

The University has a University Faculty Senate (UFS), established through the BOT bylaws: Section 8.13. University Faculty Senate.

“There shall be a university faculty senate, responsible, subject to the board, for the formulation of policy relating to the academic status, role, rights, and freedoms of the faculty, university level educational and instructional matters, and research and scholarly activities of university-wide import. The powers and duties of the university faculty senate shall not extend to areas or interests which fall exclusively within the domain of the faculty councils of the constituent units of the university. Consistent with the powers of the board in accordance with the education law and the bylaws of the board, the university faculty senate shall make its own bylaws providing for the election of its own officers, the establishment of its own rules and procedures for the election of senators, for its internal administration and for such other matters as is necessary for its continuing operations.”

Through its many committees and its plenary meetings and actions the UFS is involved in the formulation of policies and practices of the University. Faculty elect representatives to serve in the UFS. In addition, faculty may serve on the committees of the UFS.

You can find more information on the University Faculty Senate.